Behaviors, Effort and Homework/Practice

In reading the assigned chapters of Using Technology with Classroom Instruction that Works, we learned two types of instructional strategies that are related to the behaviorist learning theory. In order to understand the relationship, we must understand the principles of behaviorist learning theory.

From a behaviors perspective, learning is a result to external experiences and the reaction or feedback that they receive from it; reinforcement or punishment. Reinforcement is related to positive responses and reinforces the subject to repeat the action. It is also the most powerful response. Punishment is then related to negative responses and reinforces the subject not to repeat the action. The intent is to have the demonstrated behavior of interest to go down.

Prior to the technology boom, Skinner developed programmed instruction based his work of operant conditioning. In this system, small amounts of information were presented to students in small steps. Feedback to whether responses were correct was immediate and learning was individualized, self-paced, and self-selected. This style of learning declined in popularity by the late 1960s. However, in the advent of microcomputer technology, software and multimedia programs are available for student use and many embrace the principles of the behaviorist theory.

One strategy related to behaviorist theory of learning is reinforcing effort. I believe that anyone in education knows that effort is related to success, but I don’t know how many teachers really teach about or track students’ effort as presented in Using Technology with Classroom Instruction that Works. As a substitute teacher, I find that it is not something that I would be able to do, but after reading this chapter, I feel that it is something absolutely to do that is necessary and is directly in line with explicit teaching that our schools are asking us to do today. Making students understand the why is very important, and teaching this even from kindergarten sets the path for student success.

As a substitute teacher, I do find that I look for ways to positively reinforce students. I often try at all costs to avoid using punishment in classroom management situations as this has often caused power struggles with students and I feel that less time on task occurs. When a student acts up, I try to find a way to positively reinforce the situation. For example, if a student is behaving inappropriately, say talking in line, I will thank those that are demonstrating appropriate behavior and as soon as the student(s) that are misbehaving are quiet, I immediately thank them.  I do see that when I positively reinforce students the students are more receptive to doing what I am instructing them to do. This response reinforces the behaviorist theory of the power of positive reinforcement.

Homework relates to behaviorist learning theory. Homework is practice and practice is paramount to operant conditioning. Having immediate feedback is the key as students can easily make errors and begin to internalize incorrect practices.